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To finish

  • Process is voluntary, confidential and non-judgemental.
  • Purpose is to support teacher development through feedback.
  • Not a Big Brother compliance tool.

Classroom Profiling

Q and A

"The 'Profiler' doesn't even teach in my subject area."

  • Not there to judge.
  • Curriculum irrelevant.
  • Process is dynamic and adaptable.

"What gives the 'Profiler' the right to judge what goes on in my classroom?"

  • Not there to judge, just record.
  • Lesson type/flow doesn't matter.
  • Focus not just on teachers.
  • Data capture.

Teachers Common Concerns

"I'm not comfortable with being told someone is coming into my classroom."

  • Process is voluntary

"Where does my data end up and what happens if I have a bad lesson?"

  • You own your data.
  • Profiling confidentiality.
  • 'Bad lesson' is for you to reflect on and no ones else.

Why should I do it and how does it benefit me?

If you don't know what you are doing, you can't change.

  • Moral obligation to improving learning and student outcomes.
  • Assist teachers in maximizing 'curriculum talk' in the classroom by limiting need for 'behaviour talk'.
  • Positively reaffirm good practice, increasing motivation and highlighting skill range.
  • Process shows how different classrooms require different strategies.
  • Without data, reflection tends to be subjective and focused on things we can't control.

How is Classroom Profiling done?

Profile data is broken into two sections:

Flow Sheet

  • Practices teachers employ from the moment the students enter to the time they leave.

Frequency Sheet

  • Preventative and reactionary strategies a teacher might use to manage situations that occur.
  • Student behavior and interactions.

What is the process?

  • The more profiles completed the more accurate and useful the data becomes for the teacher and the clearer their practice becomes to them.
  • Can be the best or worst lesson.
  • Targeted approach.

So how many can I do?

1 session =

  • 30 minute profiling session.
  • Data is photocopied once for profiler to refresh data in preparation for reflection session.
  • Teacher keeps original profile.
  • 30 minute reflection session booked for day following profile.
  • Grown out of Essential Skills for Classroom Management.
  • ESCM's underpin Classroom Profiling.
  • Allows teachers to see how ESCM's are being used and the effects that they have on students.

What is Classroom Profiling?

Classroom Profiling is a confidential, non-judgemental, voluntary process that enables a teacher to reflect on the learning environment and teaching strategies they employ. Through profiling and reflection sessions a teacher is able to make decisions about their own practice based on presented data and make necessary adjustments to their own teaching.

Today's Session

  • What is Classroom Profiling?
  • What is the process?
  • How is Classroom Profiling done?
  • Why should teachers engage with Classroom Profiling and how does it benefit them?
  • Teachers common concerns
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